ABSTRACT

Rh Findings: The parental role in supporting young children’s oral language development at home is crucial for children’s language and literacy development. However, there is limited expertise in how teachers can support lower-educated parents effectively to enhance their interactions with their children and stimulate the use of language. Therefore, teachers need specific knowledge and training in how to establish partnerships with these parents and provide support adapted to the home language environment. This multiple case study describes the evaluation of a program for teachers aiming to build school-family partnerships focused on stimulating young children’s oral language development. It investigates abilities of 14 teachers to adhere to the program principles and to adapt these to parents’ needs by means of triangulation, using teacher self-reports and observations before and after implementation of the program. This study shows how teachers can increase their competences to work with parents and how this change contributes to professional satisfaction. Pce or Policy: This study contributes to understanding how an adaptive approach creates opportunities for teachers to extend their roles in classrooms and build partnerships with all parents, bridging the gap between lower-educated families and schools as the two most important domains where young children acquire language.

摘要

Rh 发现：父母在支持幼儿在家口语发展方面的作用对于儿童的语言和读写能力发展至关重要。然而，教师如何有效地支持受教育程度较低的父母以加强他们与孩子的互动并促进语言的使用方面的专业知识有限。因此，教师需要在如何与这些家长建立伙伴关系并提供适应家庭语言环境的支持方面有专门的知识和培训。这个多案例研究描述了对旨在建立学校与家庭伙伴关系的教师计划的评估，该伙伴关系侧重于刺激幼儿的口语发展。它调查了 14 位教师遵守计划原则并通过三角测量使这些原则适应家长需求的能力，在项目实施前后使用教师的自我报告和观察。这项研究显示了教师如何提高与父母合作的能力，以及这种变化如何有助于提高专业满意度。Pce 或政策：这项研究有助于了解适应性方法如何为教师创造机会，以扩大其在课堂中的作用并与所有家长建立伙伴关系，弥合低教育家庭和学校之间的差距，这是幼儿获得的两个最重要的领域语言。